International Civic and Citizenship Education Study, 2009 (ICPSR 36997)

Version Date: Oct 3, 2018

Principal Investigator(s):
International Association for the Evaluation of Educational Achievement

Series:

https://doi.org/10.3886/ICPSR36997.v1

Version V1 ()

  • V2 [2018-11-01]
  • V1 [2018-10-03] unpublished

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Additional information about this collection can be found in Version History.

2018-10-03 ICPSR data undergo a confidentiality review and are altered when necessary to limit the risk of disclosure. ICPSR also routinely creates ready-to-go data files along with setups in the major statistical software formats as well as standard codebooks to accompany the data. In addition to these procedures, ICPSR performed the following processing steps for this data collection:

  • Checked for undocumented or out-of-range codes.

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Alternate Title

ICCS 2009

Summary

The International Civic and Citizenship Education Study, 2009 (known as ICCS) is an international assessment of the ways in which young people are prepared to undertake their roles as citizens, conducted in 38 countries. It investigated student knowledge and understanding of civics and citizenship as well as students' perceptions, attitudes, and activities related to civics and citizenship. It also examined differences among countries in these outcomes and the relationship of these outcomes to students' individual characteristics and family backgrounds, to teaching practices, and to school and broader community contexts.

Like its predecessor IEA Civic Education Study, 1999 (CIVED), ICCS 2009 included a student test of civic knowledge and understanding, as well as questionnaires for students, teachers, and school principals. The comprehensive core assessment was complemented by three regional modules for Asia, Europe, and Latin America, designed to flexibly recognize regional interests and investigate related aspects of civic and citizenship education. The survey data were supplemented by information about the national contexts for civic and citizenship education gathered by the national research centers of the participating countries.

Data were collected in 2008-2009 under the auspices of the International Association for the Evaluation of Educational Achievement (IEA). ICCS collected data from more than 140,000 Grade 8 (or equivalent) students in more than 5,300 schools from 38 countries. These student data were augmented with data from more than 62,000 teachers in those schools and further contextual data collected from school principals and national research centers.

Citation

International Association for the Evaluation of Educational Achievement. International Civic and Citizenship Education Study, 2009. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2018-10-03. https://doi.org/10.3886/ICPSR36997.v1

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Funding

International Association for the Evaluation of Educational Achievement, European Commission. Directorate-General for Education and Culture

Subject Terms

Geographic Coverage

Smallest Geographic Unit

Country

Distributor(s)

Inter-university Consortium for Political and Social Research
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Time Period(s)

2008 -- 2009

Date of Collection

2008-10 -- 2008-12 (Southern Hemisphere), 2009-02 -- 2009-05 (Northern Hemisphere)

Data Collection Notes

  1. To compute sampling variances, means, percentages, regression coefficients and their JRR standard errors, users are provided with SAS macros. The four Jackknife SAS macros (JackGen.sas, JackReg.sas, JackPV.sas, and JackRegP.sas) are accompanied by sample SAS syntax to demonstrate their use and are summarized in the Jackknife Macros documentation. Users need to copy and paste the required macros and to run them as SAS syntax files.

  2. For more information about the study, users should visit the IEA International Civic and Citizenship Education Study website.
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Sample

The samples were designed as two-stage cluster samples. In the first stage of sampling, schools were sampled within each country using PPS (probability proportional to size as measured by the number of students enrolled in a school). The numbers required in the sample to achieve the necessary precision were estimated on the basis of national characteristics. However, as a guide, a minimum sample size of 150 schools was planned in each country. Within each sampled school, an intact class from the target grade was sampled randomly, and all students in that class were surveyed.

The population for the ICCS teacher survey was defined as all teachers teaching regular school subjects to the students in the target grade (mostly Grade 8) at each sampled school. Up to 15 teachers were selected at random from all teachers teaching the target grade at each sampled school. In schools with 20 or fewer such teachers, all teachers were invited to participate. In schools with more than 20 teachers, 15 of those teachers were sampled at random.

Universe

The universe was comprised of students from any of the 38 countries in the study who were enrolled in the eighth grade, provided that the average age of students at this year level is 13.5 years or above. In countries where the average age of students in the eighth grade is less than 13.5 years, Grade 9 is defined as the target population.

In addition, teachers and principals at participating schools were surveyed.

Unit(s) of Observation

Individual

Data Type(s)

Mode of Data Collection

Description of Variables

Please note that the datasets that make up this study are divided by questionnaire and by country.

  • Datasets 1-38 correspond with the School Questionnaire
  • Datasets 39-76 correspond with the International Student Achievement Questionnaire
  • Datasets 77-100 correspond with the European Module Student Questionnaire
  • Datasets 101-138 correspond with the International Student Questionnaire
  • Datasets 139-144 correspond with the Latin American Module Student Questionnaire
  • Datasets 145-182 correspond with the International Student Reliability Questionnaire
  • Datasets 183-187 correspond with the Asian Module Student Questionnaire
  • Datasets 188-223 correspond with the Teacher Questionnaire
  • Datasets 224 corresponds with the National Context Questionnaire

Response Rates

A minimum response rate of 50% for a sampled class was required in order for it to be considered a 'participating class.' All sampled classes and at least 50% of sampled teachers were required to participate for a sampled school to be considered a 'participating school.'

Please see the ICCS 2009 Technical Report for additional information.

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Original Release Date

2018-10-03

Version History

2018-10-03 ICPSR data undergo a confidentiality review and are altered when necessary to limit the risk of disclosure. ICPSR also routinely creates ready-to-go data files along with setups in the major statistical software formats as well as standard codebooks to accompany the data. In addition to these procedures, ICPSR performed the following processing steps for this data collection:

  • Checked for undocumented or out-of-range codes.

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Weight

Estimation weights and variance estimation variables (jackknife 2) are included with each file. Users should refer to the ICCS 2009 User Guide for the International Database for more information on proper use of weighting and variance estimation variables.

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